Purpose: It has been debated that which method of implicit or explicit learning on motor skills is more effective in the field of motor learning. Therefore, the purpose of this study was to examine the effects of analogy learning as a means of implicit learning in rugby ball catch. Methods: The task was to catch a rugby ball falling without spin from a building about 8m tall. In this study, male middle school students(N=30) who have never played the sport before were randomly assigned into the analogy learning group, explicit learning group and control group. The analogy learning group was told to catch a baby doll, not a ball, falling from a building and read a news article describing that a person caught a baby falling from a building. They did not learn or receive any information regarding the rugby catching skill, but the participants of the analogy group had to cautiously catch the doll. On the other hand, the explicit learning group was provided with instructions and information regarding the skill and physical movement, and the participants in this group were asked to catch a rugby ball falling from the building. The control group was given no focus instructions. All participants practiced the task (8 times x 5 blocks) and performed a delayed retention test, delayed transfer test, and crossing task transfer test after two weeks. Results: Compared with the effects of explicit instructions and no instructions, the implicit instructions indicated that the analogy learning group enhanced learning on the delayed transfer test. The result means that it might be more beneficial than a direct explicit instruction focusing on physical movements of task itself. Conclusion: Thus, this study provided the evidence of the learning benefits of an implicit instruction for the rugby catching task. In addition, this study suggests coaches, instructors, and teachers apply a new method when teaching a novice as verbal instructions or directly teaching how to do it are not always necessary.